Language
Syntactic expansion consists of expanding old forms and learning new forms
Noun and verb phrases become elaborated
Plurals become mastered
-er, -y, and –ly understanding improve
syntactic expansion
5-6 yo produce mostly anecdotal _____
Usually with long and rambling sequential accounts without causal relations
Very little regarding motivations
Use of beginning and ending markers increased with age
Young Children's narratives
The hypothetical internal cognitive symbol that represents an external reality
Cognitive representation
______ should always be considered, even when not directly intervening in that area
SLPs should consider:
Incorporate speed element into language goals
semantic mapping
identification tasks
auditory discrimination
Naming
Adjusting language goals to address fluency
Sound by sound
or
sight word reading
Ways to read a word
Noun and verb phrases become more elaborated
Verb phrases present more difficulty than noun phrases
Due to:
- rules & - irregularities
Passive sentences are extremely difficult
Noun VS Verb phrases
Story tellers experience
Narratives reflect
how words are stored in our minds in relation to each other.
Lexical storage
____________________ has been shown to benefit both fluency & comprehension for those with reading deficits
______________ reading that have been re read over weeks to "help comprehension"
- schools do this
Audio assisted Reading vs Repeated Reading
Phonemic awareness helps children understand the __________
__________ and the ___________ are foundational to learning to read
Words are composed of letters that represent sounds
These sounds can be combined to form words
Alphabetic principle
Turn taking
Topic generation (text-related)
Answering questions
Penalty introduced
Classroom as a new context
Word Reading : the word recognition process that transforms print into words
&
Comprehension : The dynamic process of construction coherent representations and inferences at multiple levels of text and context within the bottleneck of a limited capacity working memory
how we teach a word when we need it
STORAGE ASSISTS ACCESS
Ex. apple, plum, cherry, grape, banana, orange
Lexical access (retrieval)
______________is the ultimate goal of all speech-language treatment.
- Research has demonstrated time and again that:
-- Those who decode well tend to comprehend well
--Those who read frequently comprehend well
Evidence-based strategies include:
Question answering
Prediction
Monitoring
Graphic organizers
Summarization
Treatment of Comprehension
_______ is key to developing alphabetic principle and alphabetic knowledge.
instruction must be systematic.
Primary focus should be on patterns and rules
Spelling activities
Phonics instruction
Language improves as we age.
As a child gains greater competence in form and content they become more focused on language in narratives and conversations
Language flexibility is a sign of maturation
(last slide in 1st Pp)
Language Maturation
_________ focuses on semantics of vocabulary (words, meanings, links)
- Deficits?
________ uses syntax, phonology, morphology
- Deficits?
_______ uses pragmatics
- Deficits?
1. Content
- impoverished vocabs
2. form
- deficits in grammar, which is hallmark for DLD
3. use
- difficulties with turn taking
The memory capacity is _____________ & ___________, therefore the information must be processed efficiently
Fixed and Finite
___________ is a shared code or conventional system for representing concepts through the use of arbitrary symbols and rule governed combinations of symbols.
How language represents concepts
Phonological representation
Orthographic representation
Visual images
Semantic associations
Syntactical properties
Organization of stimuli
As a child ______ greater competence in form and content they become more focused on language in narratives and conversations
Gains in form and content
______________ is the ability to predict other people’s behavior and other people’s mental states. These abilities become robust at age of ____ - _____.
These representations are difficult for children with autism
1. theory of mind
2. 4-5
3. 2nd order representations
Difficult to assess
Due to difficulty in assessment, error analysis is key
Dr. Carter’s Plea: Understand the ________. As a result, your assessment must be dynamic and precise so that you are actually treating what the child’s difficulties instead of some generic overarching concept known as “comprehension” which in essence, we are ALWAYS treating.
Multi-faceted Nature Of Comprehension
Language is not reliant on speech due to written language and sign language.
The relationship between meaning and symbols is arbitrary but the arrangement of the symbols is not.
- Language is highly organized.
Language represents speech through morphology, phonology, syntax, semantics, and pragmatics.
Relationship b/w language and speech
To improve _______ focus on: rapid phonemic awareness skills, rapid sound-symbol sorrespondence, improving phonological decoding, semantic development (vocabulary)
Frequently make the above tasks contextual (IE use text) for older kids
SLPs should be very intentional about the stimuli (vocabulary) which they utilize for language goals
Fluency instruction